EDUCATIONAL QUALITY AND ASSESSMENT ......GENERAL INFORMATION The Office of the Educational Quality and Assessment Programme (EQAP) is located at: Level 5 Vanua House Suva Fiji Tel:

EDUCATIONAL QUALITY AND

ASSESSMENT PROGRAMME

[EQAP]

SOUTH PACIFIC FORM SEVEN

CERTIFICATE [SPFSC]

PHYSICS

PRESCRIPTION

GENERAL INFORMATION

The Office of the Educational Quality and Assessment Programme (EQAP) is located

at:

Level 5 Vanua House

Suva

Fiji

Tel: (679) 3315600

Email: [email protected]

Web: www.spc.int / www.eqap.org.fj

Any correspondence regarding this prescription should be addressed to:

The Director EQAP

Pacific Community (SPC)

Private Mail Bag

Suva

Fiji

January 2004: 1st Edition

January 2012: 2nd Edition

April 2017: 3rd Edition

© Educational Quality and Assessment Programme, 2017

The Pacific Community (SPC)

All rights reserved. No part of this publication may be reproduced by any means without prior

permission of the EQAP Director.

http://www.spc.int/

1

SOUTH PACIFIC FORM SEVEN CERTIFICATE

PHYSICS

Contents Preamble and Rationale............................................................................................................................... 2

Aims ............................................................................................................................................................ 2

General Objectives .................................................................................................................................... 3

Content Components ................................................................................................................................. 3

Unpacking Learning Outcomes ................................................................................................................... 4

Learning Outcomes ..................................................................................................................................... 5

Strand 1: Mechanics ................................................................................................................................ 5

Sub-strand 1.1: Translational motion ............................................................................................. 5

Sub-strand 1.2: Circular and Rotational Motion ........................................................................... 6

Sub-strand 1.3: Simple Harmonic Motion ..................................................................................... 7

Sub-strand 1.4: Practical Investigation .......................................................................................... 9

Strand 2: Waves .................................................................................................................................... 10

Sub-strand 2.1: Waves ................................................................................................................... 10

Strand 3: Electricity and Electromagnetism .......................................................................................... 12

Sub-strand 3.1: DC Circuits and Capacitance ............................................................................. 12

Sub-strand 3.2: Electromagnetic Induction ................................................................................. 13

Sub-strand 3.3: AC Circuits ........................................................................................................... 14

Strand 4: Atomic and Nuclear Physics .................................................................................................. 15

Sub-strand 4.1: Atomic and Nuclear Physics .............................................................................. 15

Assessment ............................................................................................................................................... 16

Assessment Blueprint ............................................................................................................................ 16

External Assessment ............................................................................................................................. 16

Internal Assessment .............................................................................................................................. 17

Task 1: Practical Investigation (15%). .............................................................................................. 17

Task 2: CAT: Application of practical knowledge (15%) ................................................................ 18

Appendix 1 – Formulae ............................................................................................................................. 19

Appendix 2 – List of Practical Investigation Topics .................................................................................. 20

Appendix 3: Assessment Schedule for IA Task 1 .................................................................................. 23

Appendix 4: Assessment Schedule for IA Task 2 .................................................................................. 25

Appendix 5: IA Summary Form ............................................................................................................ 27

Advisory Section ....................................................................................................................................... 28

Recommended Texts and Resources ..................................................................................................... 28

Notes for Measurements and Graphs ..................................................................................................... 28

Suggested Teaching Programme ........................................................................................................... 29

Teaching Programme – SPFSC Physics ................................................................................................ 30

2

Preamble and Rationale

This prescription defines the requirements for the South Pacific Form Seven Certificate

Physics examination.

Each of the student outcomes for the course is to be read in conjunction with the Explanatory

Notes given for each outcome in this prescription.

Students also require knowledge and understanding of outcomes from national Year 12 or

its equivalent, which are related to the specific outcomes of this prescription.

This prescription is derived from a revision of the Educational Quality and Assessment

Programme (EQAP) prescription and the New Zealand National Certificate of Educational

Assessment (NCEA) Level 3 Physics Achievement Standards as published by New Zealand

Qualifications Authority (NZQA).

The course is designed for students who wish to undertake university studies in physics and

other related fields.

Students will complete a course of study which contains a balance of qualitative and

quantitative reasoning.

A qualitative treatment allows students to describe, in words and graphically, physical situations which are not amenable to algebraic treatment at this level. Even when an algebraic treatment is possible, qualitative understanding should precede it.

A quantitative treatment allows students to analyse physical situations mathematically. Students will be expected to use experimental uncertainty, correct use of significant figures and units of measurement. The formulae listed in the appendix prescribe the required depth of mathematical treatment. Formulae introduced earlier secondary levels (e.g. Years 11 and 12) may also be necessary to answer examination questions based on this prescription.

Aims The course of study is designed to stimulate student interest in, and enjoyment of, physics by

using a wide variety of strategies and contexts. This will be achieved by:

developing in students an appreciation of the nature of physics and its relevance to the

everyday life of people;

developing students’ knowledge and understanding of concepts, principles and models

in physics;

developing students’ skills for problem solving in physics;

developing students’ investigative skills in the determination of complex

relationships, patterns and trends in physics.

3

General Objectives On completing the course of study, students should be able to:

• demonstrate knowledge and understanding of physical p henomena, concepts, principles and models

• demonstrate problem solving skills in physics

• apply concepts and principles to explain physical phenomena, systems and devices

• appreciate the power and limitations of physical theories and models in physics

• carry out practical investigations to determine complex relationships and trends in physical systems

Content Components

The course content consists of the following strands and sub-strands:

Strand

Number Strand Title

Sub

strand

number Sub-strand title

1. Mechanics

1.1 Translational Motion

1.2 Circular and Rotational Motion

1.3 Simple Harmonic Motion

1.4 Practical Investigation

2. Waves 2.1 Waves

3. Electricity and

Electromagnetism

3.1 DC Circuits and Capacitance

3.2 Electromagnetic Induction

3.3 AC Circuits

4.

Atomic and Nuclear

Physics

4.1 Atomic and Nuclear Physics

In stating or describing ideas, explaining relationships and solving problems in physics,

students are expected to:

Apply formulae and or use graphical, vectorial and phasor methods to find unknown

quantities

Draw and interpret graphs and diagrams

Give numerical answers to an appropriate number of significant figures, using SI units

of measurements

Indicate uncertainties in data calculations where necessary

4

Unpacking Learning Outcomes

In this prescription, Learning Outcomes are stated at three levels of generality: Major Learning

Outcomes (MLOs) are stated at the strand level, Key Learning Outcomes (KLOs) are stated at

the sub-strand level, and Specific Learning Outcomes (SLOs) are unpacked from the Key

Learning Outcomes. Each SLO is a combination of a cognitive skill and a specific content

component. Each SLO is given a skill level, level 1 – 4, and this skill level results from the

categorisation of the cognitive skill that is embedded in the SLO using the SOLO taxonomy1.

The SOLO taxonomy provides a simple, reliable and robust model for three levels of

understanding – surface deep and conceptual (Biggs and Collis 1982).

At the prestructural level (L0) of understanding, the task is inappropriately attacked, and the

student has missed the point or needs help to start. The next two levels, unistructural and

multistructural are associated with bringing in information (surface understanding). At the

unistructural level (L1), one aspect of the task is picked up, and student understanding is

disconnected and limited. The jump to the multistructural level is quantitative. At the

multistuctural level (L2), several aspects of the task are known but their relationships to each

other and the whole are missed. The progression to relational and extended abstract outcomes is

qualitative. At the relational level (L3), the aspects are linked and integrated, and contribute to

a deeper and more coherent understanding of the whole. At the extended abstract level (L4),

the new understanding at the relational level is re-thought at another conceptual level, looked at

in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new

understanding (adapted from Hook and Mills 2011). [http://pamhook.com/solo-taxonomy/… ]

The progression from Level 1 to Level 4 is exemplified in the progression from define

describe explain discuss with each succeeding level indicating a higher level of

understanding, as follows:

• define – to state a basic definition of a concept [Unistructural or L1]

• describe – to give the characteristics of, or give an account of, or provide annotated

diagrams. [Multistructural or L2]

• explain – to provide a reason for a relationship – an event and its impact, a cause and

an effect, as to how or why something occurs. [Relational or L3]

• discuss – this means linking biological ideas (descriptions, explanations) to make

generalisations or predictions or evaluations. It may involve relating, comparing,

analysing, and justifying.

1 Structure of Observed Learning Outcomes by Biggs and Collis (1982)

L0

L4 L3 L2 L1

5

Learning Outcomes

Strand 1: Mechanics

Major Learning Outcome 1: By the end of this strand, students are able to demonstrate

understanding of the physical phenomena, concepts, principles and relationships involved in

mechanics

Note: It is strongly advised that teachers use this 2017 aligned prescription in conjunction with the 2012

prescription. This 2017 aligned version does not have the explanatory notes and recommended formulas

for each sub-strand and teachers are to refer to the 2012 version for these.

Sub-strand 1.1: Translational motion

Key Learning Outcome: By the end of this sub-strand, students are able to demonstrate

understanding of the physical phenomena, concepts and principles relating to translational

motion.

SLO No Specific Learning Outcomes Skill Level SLO Code

1

Calculate the magnitude of force on an object in a given

situation 2 phy1.1.2.1

2 Define momentum 1 phy1.1.1.1

3 Define centre of mass of a system 1 phy1.1.1.2

4

Determine the momentum of a moving object with

reference to its centre of mass. 2 phy1.1.2.2

5 Define impulse as the product of force and time 1 phy1.1.1.3

6 State the relationship between momentum and velocity 1 phy1.1.1.4

7 State the law of conservation of momentum 1 phy1.1.1.5

8 Show that a given momentum applies in a given situation 2 phy1.1.2.3

9 Determine the speed of a moving object 2 phy1.1.2.4

10

Describe qualitatively the collision of a moving object with

a stationary object; 2 phy1.1.2.5

11


an immovable object; 2 phy1.1.2.6

12


an object moving in the opposite direction; 2 phy1.1.2.7

13


an object moving in the same direction; 2 phy1.1.2.8

14


a stationary object; 2 phy1.1.2.9

15

Explain why momentum is conserved in collision in terms

of Newton’s Third Law of motion; 3 phy1.1.3.1

16 Analyse the change in momentum during collisions; 3 phy1.1.3.2

17

Solve problems that apply the principle of conservation of

momentum during collision of a moving object with a

stationary object

3 phy1.1.3.3

18


momentum during collision of a moving object with an

immovable object

3 phy1.1.3.4

6

19


momentum during collision of a moving object with

another object moving in the opposite direction

3 phy1.1.3.5

20


momentum during collision of a moving object with

another object moving in the same direction

3 phy1.1.3.6

21


momentum during collision of a moving object with a

stationary object

3 phy1.1.3.7

22

Discuss the implications of high speed vehicular collisions

and suggest practical measures for safety. 4 phy1.1.4.1

23

Define the inertia of an object (e.g. vehicle as its tendency

to remain in uniform motion or at rest 4 phy1.1.4.2

24

Discuss reasons why Newton’s First Law of Motion is not

apparent in many practical situations; 3 phy1.1.3.8

25

Give reasons for the introduction of low speed zones in

busy areas with respect to the concepts of impulse and

momentum

3 phy1.1.3.9

26

Give reasons for the introduction of air bags in vehicles

with respect to the concepts of impulse and momentum 3 phy1.1.3.10

27

Assess the effectiveness of some safety features of motor

vehicles and suggest ways of improving them 4 phy1.1.4.3

The formulas related to the above content are listed under Translation Motion in the Formula

page in Appendix 1.

Sub-strand 1.2: Circular and Rotational Motion


understanding of the physical phenomena, concepts and principles relating to circular and

rotational motion.

SLO No Specific Learning Outcomes

Skill

Score SLO Code

1 Define the radian measure 1 phy1.2.1.1

2 Represent the measure of 1 radian in a diagram 1 phy1.2.1.2

3 Identify uniform circular motion 1 phy1.2.1.3

4

Identify the type of force supplying the centripetal force acting on a

body in uniform circular motion 1 phy1.2.1.4

5 Convert between radians and degree measures of angle 2 phy1.2.2.1

6

Analyse the forces involved in uniform circular motion for a range

of objects, including satellites orbiting the Earth 3 phy1.2.3.1

7

Compare and contrast similar concepts/quantities in translational

motion and in rotational motion. 3 phy1.2.3.2

8

Solve problems involving rotational motion with constant angular

acceleration and constant angular speed 3 phy1.2.3.3

9 Calculate force on a satellite in circular orbit 2 phy1.2.2.2

10

Describe the angular momentum of a system in terms of the

location and velocities of objects that make up the system. 2 phy1.2.2.3

11

Describe the rotational inertia of a system in terms of the location

and velocities of objects that make up the system. 2 phy1.2.2.4

7

12

Explain relationship between velocity, acceleration and resultant

force of objects under the influence of 2 or more forces, e.g. conical

pendulums

3 phy1.2.3.4

13

Explain relationship between velocity, acceleration and resultant

force of objects under the influence of 2 or more forces, e.g. banked

corners

3 phy1.2.3.5

14

Explain the principle utilised by banked corners to allow vehicles to

travel around corners safely. 3 phy1.2.3.6

15 Calculate the banking angle for a given situation 2 phy1.2.2.5

16

Predict, with reasons, what will happen to a vehicle if it travels

faster/ slower than speed required to safely go round a frictionless

banked corner

4 phy1.2.4.1

17 Calculate angular momentum of a system 2 phy1.2.2.6

18 Calculate rotational inertia of a system 2 phy1.2.2.7

19

Convert between linear and angular velocities for a point on a

rotating object 2 phy1.2.2.8

20

Explain how mass, radius and internal structure can be used to

describe the rotational inertia of an object or system 3 phy1.2.3.7

21

Relate how rotational inertia affects the motion of an object or

system 3 phy1.2.3.8

22

Explain the difference in the variables that translational inertia and

rotational inertia depend on 3 phy1.2.3.9

23

Predict the impact of changing the axis of rotation of an object on

its rotational inertia. 4 phy1.2.4.2

24

Describe the total energy of a rolling object using both translational

and rotational energy 2 phy1.2.2.9

25

Calculate the total energy of a rolling object using both translational

and rotational energy 2 phy1.2.2.10

26

Explain how torque works to change rotational kinetic energy of an

object or system 3 phy1.2.3.10

27

Calculate changes in energy of a system (rotational kinetic energy,

translational kinetic energy, potential energy) when provided with

angular or linear velocity 2

phy1.2.2.11

28

Design an experiment to explore effects of external torques on

rotational kinetic energy 4 phy1.2.4.3

29

Predict the behaviour of colliding bodies in a rotational collision

situation by analysing angular impulse and change of angular

momentum

4 phy1.2.4.4

The formulas related to the above content are listed under Rotational Motion in the Formula

page in Appendix 1.

Sub-strand 1.3: Simple Harmonic Motion


understanding of the physical phenomena, concepts and principles relating to simple

harmonic motion.

8

Specific Learning Outcomes

Skill

Score SLO Code

1 State the SHM equation for displacement. 1 phy1.3.1.1

2 State the SHM equation for velocity 1 phy1.3.1.2

3 State the SHM equation for acceleration 1 phy1.3.1.3

4 Illustrate SHM with a variety of examples 2 phy1.3.2.1

5

Calculate the displacement of a particle undergoing simple harmonic

motion 2 phy1.3.2.2

6 Calculate the velocity of a particle undergoing simple harmonic motion 2 phy1.3.2.3

7

Calculate the acceleration of a particle undergoing simple harmonic

motion 2 phy1.3.2.4

8

Calculate the time or frequency of a particle undergoing simple

harmonic motion 2 phy1.3.2.5

9

Calculate the displacement of a particle undergoing simple harmonic

motion 2 phy1.3.2.6

10

Calculate the force acting on the mass at different positions in a simple

harmonic motion 2 phy1.3.2.7

11

Describe oscillations in SHM in terms of amplitude, period and

frequency 2 phy1.3.2.8

12

Identify positions of maximum displacement, velocity and acceleration

in SHM 2 phy1.3.2.9

13

Use the equations of motion to solve problems in simple harmonic

motion 3 phy1.3.3.1

14 Analyse SHM in terms of potential and kinetic energy 3 phy1.3.3.2

15 Interpret algebraic representations of SHM 3 phy1.3.3.3

16 Interpret graphical representations of SHM 3 phy1.3.3.4

17 Describe effects of damping on SHM 2 phy1.3.2.10

18 Describe effects of forced vibrations on SHM 2 phy1.3.2.11

19 Describe effects of resonance on SHM 2 phy1.3.2.12

20 Determine the maximum speed of an oscillating system 2 phy1.3.2.13

21

Explain the difference between overdamped and critically damped

oscillations and justify their use in practical applications 4 phy1.3.4.1

22 Explain the link between SHM and waves 3 phy1.3.3.5

23

Relate SHM to the reference circle to explain the time period or

frequency of the motion 3 phy1.3.3.6

24

Relate SHM to circular motion to explain the displacement of the

motion 3 phy1.3.3.7

25 Solve quantitative problems involving SHM 3 phy1.3.3.8

26

Compare and contrast SHM with uniform circular motion and justify

their use in practical applications. 4 Phy1.3.4.2

The formulas related to the above content are listed under Simple Harmonic Motion in the

Formula page in Appendix 1.

9

Sub-strand 1.4: Practical Investigation

Key Learning Outcome: By the end of this sub-strand, students are able carry out a

practical investigation with guidance to determine a complex relationship or trend in a

physical system.

Learning Outcomes:

SLO

NO SPECIFIC LEARNING OUTCOMES

SKILL

LEVEL

SLO

CODE

1. State aim/purpose of the investigation 1 phy1.4.1.1

2. State question/hypothesis to be answered by the investigation 1 phy1.4.1.2

3. State the rationale of the investigation 1 phy1.4.1.3

4. State background information related to the investigation 1 phy1.4.1.4

5.

Identify/State the dependent and/or independent variable in an

investigation 1

phy1.4.1.5

6. Use laboratory equipment correctly 1 phy1.4.1.6

7. Describe the test for each variable 2 phy1.4.2.1

8. Describe the method used in the investigation 2 phy1.4.2.2

9. Use correct units and uncertainties 2 phy1.4.2.3

10. Collect and process data in meaningful form (tables and graphs) 2 phy1.4.2.4

11. Explain why the method to be used is selected 3 phy1.4.3.1

12. Maintain a logbook of all work carried out in the investigation 3 phy1.4.3.2

13. Calculate relevant quantities from given data and graphs to

highlight relationship between variables 2 phy1.4.2.7

14. Interpret processed data to show trends, relationships and patterns 3 phy1.4.3.3

15. Draw conclusion that is relevant to the data and linked back to the

purpose and hypothesis or aim of the investigation 3 phy1.4.3.4

16.

Analyse data by re-expressing data to determine relationship

between variables, and determining the value, unit and

significance of slope 3

Phy1.4.3.5

17. Write and explain the equation derived from the analysis 3 Phy1.4.3.6

18. Identify sources of error and explain how to minimise the errors 3 Phy1.4.3.7

19. List bibliography/ references / acknowledgements 2 phy1.4.2.8

20. Evaluate findings in terms of reliability and validity of results and

suggest improvements 4 phy1.4.4.1

21.

Evaluate findings in terms of limitations and difficulties

encountered in the investigation and suggest solutions for

improvement 4

phy1.4.4.2

22. Predict and explain everyday phenomena using equations and

graphs derived from data 4 phy1.4.4.3

23. Modify or affirm existing scientific conceptions through

experimentation and using other evidence 4 phy1.4.4.4

The list of investigations suitable for assessment purposes are listed in Appendix 2

10

Strand 2: Waves

Major Learning Outcome: By the end of this strand, students are able to demonstrate

understanding of the physical phenomena, concepts, principles and relationships related to

waves.

Note: It is strongly advised that teachers use this 2017 aligned prescription in conjunction with

the 2012 prescription. This 2017 aligned version does not have the explanatory notes and

recommended formulas for each sub-strand and teachers are to refer to the 2012 version for

these.

Sub-strand 2.1: Waves


understanding by describing, explaining and solving problems related to the physical

phenomena, concepts, principles and relationships involved in waves.

SLO

No Specific Learning Outcomes

SKILL

LEVEL

SKILL

CODE

1. Define wave characteristics (wavelength, amplitude, speed) 1 phy2.1.1.1

2. Identify variables which affect wave speed 2 phy2.1.2.1

3. Solve wave problems involving speed, distance and time 2 phy2.1.2.2

4. Define a standing wave 1 phy2.1.1.2

5. Identify the wavelength of a standing wave in a diagram 1 phy2.1.1.3

6. Calculate the wavelength of a standing wave 2 phy2.1.2.3

7. Draw standing wave patterns for different instruments 2 phy2.1.2.4

8. Calculate the frequency of a standing wave 2 phy2.1.2.5

9.

Explain what the harmonic series for a given string musical

instrument would be 3 phy2.1.3.1

10. Calculate resonance frequency 2 phy2.1.2.6

11. Describe how beats are generated in waves 2 phy2.1.2.7

12. Calculate the frequency of a wave in a given context 1 phy2.1.1.4

13. Determine an unknown using the wave speed formula 1 phy2.1.1.5

14. Determine the speed of wave in a given context 1 phy2.1.1.6

15. Determine the frequency of a wave in a given context 1 phy2.1.1.7

16. Explain differences in effects of sound waves 2 phy2.1.2.8

17. Construct graphs to describe standing waves. 1 phy2.1.1.8

18.

Interpret textual information and diagrams in order to solve

problems using the wave equation 3 phy2.1.3.2

19.

Predict with reasons, how changes in the medium of wave

travel will affect the properties of the wave 4 phy2.1.4.1

20.

Describe examples of the Doppler Effect for both sound and

light 2 phy2.1.2.9

21.

Explain how the Doppler Effect changes the way sound is

perceived when the source of sound is moving 3 phy2.1.3.3

22.

Explain the difference in actual and apparent frequencies of

sound waves when the source of sound is moving away from

observer 3 phy2.1.3.4

23.

Explain the difference in actual and apparent frequencies of

sound waves when the source of sound is moving towards

observer 3 phy2.1.3.5

24.

Calculate the apparent frequency of a wave perceived from

different locations. 2 phy2.1.2.10

25. Explain the effects of differences in speeds of sound and light 3 phy2.1.3.6

11

26.

Describe the characteristics of a standing wave in terms of

frequency, wavelength, amplitude, period, speed. 2 phy2.1.2.11

27.

Explain the distinction between wave motion and particle

motion 3 phy2.1.3.7

28. Distinguish between different types of waves 2 phy2.1.2.12

29. State examples of transportation of energy in waveform 1 phy2.1.1.9

30. Define diffraction 3 phy2.1.3.8

31.

Describe the changes in the behaviour of waves undergoing

diffraction. 2 phy2.1.2.13

32.

Explain how diffraction is affected by the wavelength of a

wave. 3 phy2.1.3.9

33.

Distinguish between the effects of reflection, refraction and

diffraction of waves. 3 phy2.1.3.10

34.

Give examples of the applications or uses of diffraction in

nature 2 phy2.1.2.14

35. Describe the setup for a double-slit diffraction pattern 2 phy2.1.2.15

36.

Draw the interference pattern in Young's double slit

experiment 2 phy2.1.2.16

37.

Explain how the interference pattern from a double slit

diffraction setup is formed. 3 phy2.1.3.11

38.

Use Young's interference equations to calculate the location of

nth constructive interference 3 phy2.1.3.12

39.

Use Young's interference equations to calculate the location of

nth destructive interference 3 phy2.1.3.13

40.

Use Young's interference equations to calculate unknown

quantities in a given setup 3 phy2.1.3.14

41.

Predict with reasons, how changes in any of the variables in

Young's experiment will affect the interference pattern. 4 phy2.1.4.2

The formulas related to the above content are listed under Waves in the Formula page in

Appendix 1.

12

Strand 3: Electricity and Electromagnetism


understanding, by explaining and solving problems related to the physical phenomena,

concepts, principles and relationships involved in electricity and electromagnetism.




Sub-strand 3.1: DC Circuits and Capacitance

Key Learning outcome: By the end of this sub-strand, students are able to demonstrate

understanding of the physical phenomena, concepts and principles relating to DC circuits

and capacitance.

SLO

No

Specific Learning Outcomes Skill

Score

SLO Code

1 State Ohm's Law 1 phy3.1.1.1

2 State Kirchoff's Law 1 phy3.1.1.2

3 Calculate current using Ohm's and or Kirchoff's Law 2 phy3.1.2.1

4 Calculate voltage using Ohm's and or Kirchoff's Law 2 phy3.1.2.2

5 Calculate resistance using Ohm's and or Kirchoff's Law 2 phy3.1.2.3

6 Calculate internal and effective resistance in a circuit 2 phy3.1.2.4

7 Define capacitance. 1 phy3.1.1.3

8 Describe the action of a capacitor 2 phy3.1.2.5

9 Explain parallel plate capacitors and their capacitances. 3 phy3.1.3.1

10 Discuss the process of increasing the capacitance of a dielectric. 3 phy3.1.3.2

11 Determine capacitance given charge and voltage. 2 phy3.1.2.6

12 Derive expressions for total capacitance in series and in parallel. 2 phy3.1.2.7

13 Identify series and parallel parts in the combination of connection

of capacitors.

2 phy3.1.2.8

14 Calculate the effective capacitance in series given individual

capacitances.

2 phy3.1.2.9

15 Calculate the effective capacitance in parallel given individual

capacitances.

2 phy3.1.2.10

16 List some uses of capacitors. 2 phy3.1.2.11

17 Express in equation form the energy stored in a capacitor. 2 phy3.1.2.12

18 Explain the importance of the time constant, τ, and calculate the

time constant for a given resistance and capacitance.

3 phy3.1.3.3

19 Explain why batteries in a flashlight gradually lose power and the

light dims over time

3 phy3.1.3.7

20 Draw voltage-time graph for given data for a capacitor 1 phy3.1.1.4

21 Draw current-time graph for given data for a capacitor 1 phy3.1.1.5

21 Describe what happens to a graph of the voltage across a capacitor

over time as it charges

2 phy3.1.2.13

22 Describe what happens to a graph of the voltage across a capacitor

over time as it discharges

2 phy3.1.2.14

13

Interpret voltage/time graphs for a capacitor 3 phy3.1.3.4

23 Interpret current/time graphs for a capacitor 3 phy3.1.3.5

24 Calculate the time constant 2 phy3.1.2.15

25 Explain how a timing circuit works and suggest improvements to

existing applications.

4 phy3.1.4.1

26 Calculate the necessary speed of a strobe flash needed to “stop” the

movement of an object over a particular length.

3 phy3.1.3.6

The formulas related to the above content are listed under DC Circuits and Capacitance in the


Sub-strand 3.2: Electromagnetic Induction


understanding of the physical phenomena, concepts and principles relating to

electromagnetic induction.

SLO


Skill

Score SLO Code

1 State the cause of magnetism 1 phy3.2.1.1

2 Define magnetic field, magnetic flux 1 phy3.2.1.2

3 Draw characteristic magnetic field lines for simple magnets 1 phy3.2.1.3

4 Draw characteristic magnetic field lines for current carrying wires 1 phy3.2.1.4

5

Calculate the flux of a uniform magnetic field through a loop of

arbitrary orientation. 2

phy3.2.2.1

6

Describe the relationship between the rate of change of flux and the

voltage induced across a conductor 2

phy3.2.2.2

7

Describe methods to produce an electromotive force (emf) with a

magnetic field or magnet and a loop of wire. 2

phy3.2.2.3

8 Calculate emf, current, and magnetic fields using Faraday’s Law. 2 phy3.2.2.4

9 Explain the physical results of Lenz’s Law 3 phy3.2.3.1

10

Calculate the induced voltage in a coil with a constant angular

velocity in a uniform magnetic field 2

phy3.2.2.5

11

Calculate emf, force, magnetic field, and work due to the motion of

an object in a magnetic field. 2

phy3.2.2.6

12 Explain how a transformer works. 3 phy3.2.3.2

13

Calculate voltage, current, and/or number of turns given the other

quantities. 2

phy3.2.2.7

14 Define inductance 1 phy3.2.1.5

15

List the factors that affect the size and direction of the induced

volatge of an inductor 2

phy3.2.2.8

16 Calculate the inductance of an inductor. 2 phy3.2.2.9

17 Calculate the energy stored in an inductor. 2 phy3.2.2.10

18 Calculate the emf generated in an inductor. 2 phy3.2.2.11

19

Discuss how various modern safety features in electric circuits work,

with an emphasis on how induction is employed. 4

phy3.2.4.1

The formulas related to the above content are listed under Electromagnetic Induction in the


14

Sub-strand 3.3: AC Circuits


understanding of the physical phenomena, concepts and principles relating to AC circuits

SLO


Skill

Score SLO Code

1. Define the RMS voltage 1 phy3.3.1.1

2. State the effect of capacitance on current in an AC circuit 1 phy3.3.1.2

3. State the effect of inductance on current flow in an AC circuit 1 phy3.3.1.3

4.

Sketch voltage and current versus time in simple inductive,

capacitive, and resistive circuits. 2

phy3.3.2.1

5. Calculate inductive and capacitive reactance. 2 phy3.3.2.2

6.

Calculate current and/or voltage in simple inductive, capacitive, and

resistive circuits. 2 phy3.3.2.3

7. Calculate the impedance in a RLC series circuit. 2 phy3.3.2.4

8.

Calculate the phase angle, resonant frequency, power, power factor

in a RLC series circuit. 2

phy3.3.2.5

9. Calculate the voltage, and/or current in a RLC series circuit. 2 phy3.3.2.6

10. Draw the circuit diagram for an RLC series circuit. 2 phy3.3.2.7

11. Explain the significance of the resonant frequency. 3 phy3.3.3.1

12. Determine maximum voltage output of a circuit 2 phy3.3.2.8

13. Calculate angular frequency for an AC circuit 2 phy3.3.2.9

14. Calculate the reactance of a capacitor 2 phy3.3.2.10

15. Determine current of resonance 2 phy3.3.2.11

16. Describe the max value of current when the circuit is at resonance 2 phy3.3.2.12

17. Calculate rms voltage produced in a given situation 2 phy3.3.2.13

18. Apply formulae, graphical, vectorial and phasor methods to find

unknowns; 3 phy3.3.3.3

19. Explain how low or high frequencies can be filtered out using

capacitors/ inductors. 3 Phy3.3.3.4

20. Explain with reason what could be added to the AC circuit to make

the current and voltage of the supply run in phase. 4 phy3.3.4.1

21. Design a system to act as low/ high frequency filter in a specific

application involving AC circuits 4 phy3.3.4.2

The formulas related to the above content are listed under AC Circuits in the Formula page in

Appendix 1.

15

Strand 4: Atomic and Nuclear Physics


understanding of the physical phenomena, concepts, principles and relationships involved in

Atomic and Nuclear Physics.




Sub-strand 4.1: Atomic and Nuclear Physics


understanding, by describing, explaining and solving problems related to the physical

phenomena, concepts, principles and relationships involved in atomic and nuclear physics.

SLO


Skill

Score SLO Code

1.

Describe the basic structure of the atom, the substructure of all

matter 2

phy4.1.2.1

2. Explain Bohr’s theory of the hydrogen atom. 3 phy4.1.3.1

3. Explain Bohr’s planetary model of the atom. 3 phy4.1.3.2

4. State one triumph or one limitation of Bohr’s theory 1 phy4.1.1.1

5. Describe the triumphs and limits of Bohr’s theory. 2 phy4.1.2.2

6. Define quantum number 1 phy4.1.1.2

7. Explain the ionization of radiation in an atom. 3 phy4.1.3.3

8. Describe a typical photoelectric effect experiment 2 phy4.1.2.3

9.

Determine the maximum kinetic energy of photoelectrons ejected by

photons of one energy or wavelength, when given the maximum

kinetic energy of photoelectrons for a different photon energy or

wavelength.

3

phy4.1.3.4

10.

Explain Max Planck’s contribution to the development of quantum

mechanics. 3

phy4.1.3.5

11. Explain why atomic spectra indicate quantization. 3 phy4.1.3.6

12.

Explain what the term particle-wave duality means, and why it is

applied to EM radiation. 3

phy4.1.3.7

13.

Relate the linear momentum of a photon to its energy or wavelength,

and apply linear momentum conservation to simple processes

involving the emission, absorption, or reflection of photons. 3 phy4.1.3.8

14. Explain the relationship between the energy of a photon in joules or

electron volts and its wavelength or frequency. 3 phy4.1.3.9

15. Calculate the amount of energy given photon frequency or vice

versa. 2 phy4.1.2.4

16. Calculate the number of photons per second emitted by a

monochromatic source of specific wavelength and power. 2 phy4.1.2.5

17. Illustrate energy state using the energy-level diagram. 3

phy4.1.3.10

18. Draw and interpret energy level diagrams 3

phy4.1.3.11

16

19. Calculate wavelengths for given frequencies in a spectrum 2 phy4.1.2.6

20. Explain the process and results of nuclear radiation. 3 phy4.1.3.12

21. Name a type of nuclear radiation – alpha, beta, gamma emission 1 phy4.1.1.3

22. Explain the types of radiation—alpha emission, beta emission, and

gamma emission. 3

phy4.1.3.13

23. Calculate mass deficit of a nucleus 2 phy4.1.2.7

24. Define nuclear fusion 1 phy4.1.1.4

25. Define nuclear fission 1 phy4.1.1.5

26. Define half-life 1 phy4.1.1.6

27. Define radioactive dating 1 phy4.1.1.7

28. Calculate age of old objects by radioactive dating 2 phy4.1.2.8

29. Balance equations for nuclear reactions 2 phy4.1.2.9

30. Calculate energy released in the formation of specific isotopes 2 phy4.1.2.10

31. Discuss how fission fuel reacts and describe what it produces 3 phy4.1.3.14

32. Distinguish between controlled and uncontrolled chain reactions 3 phy4.1.3.15

33. Discuss processes to achieve practical fusion energy generation and

suggest safety measures that necessary to minimise danger. 4

phy4.1.4.1

The formulas related to the above content are listed under Atomic and Nuclear Physics in the


Assessment

Students will be assessed by:

• a three-hour written external examination 70%

• two internally assessed tasks 30%

Assessment may involve the use of skills and knowledge from Year 11 and 12 physics

when relevant to the development of the South Pacific Form Seven Certificate physics.

Assessment Blueprint

The assessment blueprint for Physics is given below. The weighting for each strand and

skill level is to be noted as these will be will be adhered to for assessment.

STRAND Assessment

Type

SKILL LEVEL/ SCORE

1 2 3 4 Weight

1 MECHANICS EA 24

IA 15

2 WAVES EA 14

3 ELECTRICITY & MAGNETISM EA 21

IA 15

4 ATOMIC & NUCLEAR PHYSICS EA 11

Total number of items 20 15 10 5 50

Total score 20 30 30 20 100

External Assessment

17

The written examination will be a three-hour written paper and will test a range of

knowledge, understanding and skills consistent with the aims, objectives and outcomes of

this prescription.

Real life situations will be used wherever possible. Requisite information about the context

used will be supplied.

Students will be required to answer questions on each of the four sections specified for the

external examination. Questions may require mathematical, graphical or diagrammatic answers

or descriptive responses. Any mathematical analysis will be limited to the use of the formulae

listed in the relevant section. All formulae listed will be supplied in the examination paper.

The approximate weighting for each section of the written paper will be as follows:

Mechanics 24%

Waves 14%

Electricity and Electromagnetism 21%

Atomic and Nuclear Physics 11%

Total 70%

Internal Assessment

The practical investigation carried out by students in schools will meet the outcomes stated in

this prescription. There are two internal assessment tasks, each of which focuses on specific

aspects of practical investigations. The tasks are to be assessed by teachers in schools. The

first task focuses on the entire procedure of carrying out a practical investigation. This includes

planning, design and methodology; data collection; data processing and analysis; and discussion

and evaluation of results. The specific aspects of investigative skills to be assessed are outlined

in Appendix 2.

Task 1: Practical Investigation (15%).

The investigation must be carried out independently. Students are to plan, design, carry out and report on an investigation into a Physics

phenomenon or relationship, based on Strand 1 – Mechanics. Students must maintain a logbook that should be submitted together with the

completed report. The investigation must

have a clear purpose be based on a clear methodology or procedure be suitably equipped so that results are valid and reliable produce quantitative data (including appropriate number of significant figures and

uncertainties) include appropriate data processing, data analysis and discussion and evaluation of

the results lead to a report to be submitted to the teacher for scoring.

A list of suggested topics in Mechanics is provided in the Advisory Section, although students are not restricted to these topics.

Teachers are strongly advised to assist students in their planning for the investigation and support them with their resources and time allocations in the laboratory.

The learning outcomes that are addressed in this task are outlined under Sub-strand 1.4. Teachers are urged to draw students’ attention to the expectations outline in these

18

learning outcomes which they must address in this IA Task 1. Assessment will be made using the criteria specified in the Assessment Schedule for

Task 1, which can be found in Appendix 3.

Task 2: CAT: Application of practical knowledge (15%)

Students will be provided questions based on Sub-strand 3.3. AC circuits in Strand

3 (Electricity and Magnetism). The CAT is to be carried out under test conditions.

The test will assess the criteria specified in the Assessment Schedule for Task 2, which can be found in Appendix 4.

The CAT will be sent to schools at a time closer to the implementation date, and this would be within the teaching time for Strand 3.

General Notes:

Coursework requirements, the assessment tasks and weightings given to each task should be

clearly explained to students at the beginning of the year’s course. Results should be clearly

recorded so that accurate information on each student’s written and practical work is readily

available. At the start of the year students should be given a copy of the assessment

statement to be used.

It is expected that students will complete relevant and formative topic tests and practical

activities for course completion. These are not directly prescribed in this prescription but are

expected to be part of the teaching and learning experiences for students.

The assessment statement, copies of all assessment tasks and assessment schedules used as well

as all internal assessment work necessary for a sample of students must be available for

verification on request until 30 November of the year of the examination.

The internally assessed score for each student shall be forwarded to the Educational

Quality and Assessment Programme by the liaison teacher or the principal, by the date

specified by the Director, on the score capture sheet provided by EQAP. The principal

or liaison teacher will certify that the prescription requirements have been fulfilled.

19

Appendix 1 – Formulae

20

Appendix 2 – List of Practical Investigation Topics 1. Investigations will cover the process from gathering primary data to reporting to find a

relationship or trend.

2. Teacher guidance in setting the parameters for the investigation and providing background

information may be sought, but students are to take the lead in the investigation.

3. Investigations are to be limited to inverse, inverse squared, squared and square root

relationships.

21

22

23

Appendix 3: Assessment Schedule for IA Task 1

TASK 1 – Practical Investigation Assessment Criteria (15%)

SLO

#

SLO Code Skill

Level

Learning outcome

assessed (in brief)

Skill Level 1 Skill Level 2 Skill Level 3 Skill Level 4

1. Phy1.4.1.1 1 State aim/purpose Aim/purpose is stated

2. Phy1.4.1.2 1

State question/hypothesis Question/hypothesis is

stated

3. phy1.4.1.3 1 State rationale Rational is stated

4.

phy1.4.1.4 1

State background

information/introduction

Background

information/introduction

given

5. phy1.4.1.5 1

State dependent and

independent variables

Variables given

6. Phy1.4.1.6 1

Use lab equipment

correctly

Correct use of equipment

demonstrated

7. phy1.4.2.1 2

Describe variable test Simple description only Features of the test are

provided fully

8. phy1.4.2.2 2

Describe methodology Methodology is outlined

but not complete

Methodology is outlined

and complete

9. phy1.4.2.3 2

Use units and

uncertainties

Uses units Uses units and

uncertainties

10. phy1.4.2.4 2

Process data into tables

and graphs

Tables and/or graphs

provided but not

complete

Tables and/or graphs

provided and complete

11. phy1.4.3.1 3

Explain why method was

used

One appropriate idea on

the method is given

More than one idea on

method

Ideas on method linked to

benefit/s

12. phy1.4.3.2 3

Maintain a logbook

Log book is simple only Log book has a number

of items

Items in logbook are

comprehensive and

linked

13. phy1.4.2.7 2

Calculate relevant

quantities

One simple quantity

calculated

More than one quantity

calculated

14. phy1.4.3.3 3

Interpret data to show

trends

Data is stated A number of data pieces

are stated in an attempt to

link them but trend is not

Data trends are correct

and complete

24

clear or incorrect

15. phy1.4.3.4 3

Draw conclusion in

relation to aim/hypothesis

One appropriate

statement is made

Two appropriate

statements are made but

are not linked

Concluding statement

shows relational thinking

16. Phy1.4.3.5 3

Analysis of data and

significance of slope

Data is given but analysis

is not relevant

Slope is determined but

not its significance

Significance of slope in

relationship is expressed

17.

Phy1.4.3.6 3

Equation derived from

analysis

Some attempt to write a

derived equation is noted

Derived equation is

written but no

explanation of terms or

equation given

Derived equation is

written and explained

18. Phy1.4.3.7 3

Sources of error

explained

Only one source of error

identified

Sources of error

identified

Sources of error

identified and explained

19. phy1.4.2.8 2

List

bibliography/references

One source is

acknowledged

Sources are

acknowledged

appropriately

20. phy1.4.4.1 4

Evaluate reliability and

validity

One reference to

reliability or validity is

made

References to reliability

and validity are made

together with challenges

Validity and reliability

are linked to challenges

An evaluation (positive or

negative) is provided

21. phy1.4.4.2 4

Evaluate limitations and

difficulties

One reference to

limitations and

difficulties is made

References to limitations

and difficulties are made

together with challenges

Limitations and

difficulties are linked to

quality of results

An evaluation (positive or

negative) is provided

22.

Phy1.4.4.3 4

Predict and explain

application of phenomena

using data

Concept is stated but not

described or related to

any prediction or

everyday phenomena

Phenomena related to

concept is described ; no

explanation or prediction

Phenomena related to

concept explained, but

unable to make a

prediction using

equations and graphs

derived from data

Everyday phenomena

related to concept is

predicted and explained

using equations and

graphs derived from data

23.

Phy1.4.4.4 4

Modify or affirm existing

scientific conceptions

through experimentation

and using other evidence

State existing scientific

concept but unable to

describe or relate

experiment to it.

Describe relevant


related to experiment

Relate experimental data

to existing scientific

conceptions but unable to

suggest modification

Modify or affirm existing


using data and other

evidence

Note that it is expected that students who successfully complete this sub-strand are able to demonstrate all of the above learning outcomes;

however only selected learning outcomes will be assessed in Task 1 to contribute to its Internal Assessment weight of 15%. The breakdown

will consist of 1xLevel 1, 2xLevel 2, 2xLevel 3 and 1xLevel 4 learning outcomes.

25

Appendix 4: Assessment Schedule for IA Task 2

TASK 2 – CAT: Application of practical knowledge (15%)

SLO

# SLO Code

Skill

Level

Learning outcome assessed (in

brief)

Skill Level 1 Skill Level 2 Skill Level 3 Skill Level 4

1. phy3.3.1.1 1 Define the RMS voltage RMS voltage is

defined correctly

2.

phy3.3.1.2

1 State the effect of capacitance on

current in an AC circuit

Effect of capacitance

on current is correctly

stated

3.

phy3.3.1.3

1 State the effect of inductance on

current flow in an AC circuit

Effect of inductance

on current is correctly

stated

4. phy3.3.2.1 2 Sketch V-I graphs Sketch is made but not

correct or complete

Sketch is correct and

complete

5. phy3.3.2.2 2 Calculate resistance Calculation is made

but not correct

Calculation is complete

and correct

6. phy3.3.2.3 2 Calculate current and voltage Calculation is made

but not correct


and correct

7. phy3.3.2.4 2 Calculate impedance Calculation is made

but not correct


and correct

8. phy3.3.2.5 2 Calculate the phase angle, resonant

frequency, power, power factor

Calculation is made

but not correct


and correct

9. phy3.3.2.6 2 Calculate the voltage, and/or

current

Calculation is made

but not correct


and correct

10. phy3.3.2.7 2 Draw the circuit diagram Diagram is drawn but

not correct or complete

Diagram is correct and

complete

11. phy3.3.3.1 3

Explain the significance of the

resonant frequency

Resonant frequency is

defined or referenced

only

More than one feature

of resonant frequency

are stated

Features are linked to

significance or

importance

12. phy3.3.2.8 2 Determine maximum voltage output

of a circuit

Calculation is made

but not correct


and correct

13. phy3.3.2.9 2 Calculate angular frequency for an

AC circuit

Calculation is made

but not correct


and correct

14. phy3.3.2.10 2 Calculate the reactance of a Calculation is made Calculation is complete

26

capacitor but not correct and correct

15. phy3.3.2.11 2 Determine current of resonance Calculation is made

but not correct


and correct

16. phy3.3.2.12 2 Describe the max value of current

when the circuit is at resonance

One idea provided but

not correct or complete

Features are stated

correctly

17. phy3.3.2.13 2 Calculate rms voltage produced in a

given situation

Calculation is made

but not correct


and correct

18. phy3.3.3.3 3

Apply formulae, graphical,

vectorial and phasor methods to

find unknowns;

Correct formulae is

applied but steps are

mostly incorrect

Solution is partly

complete with an error

in a step

Solution is complete

with a number of steps

provided correctly

19. phy3.3.3.4 3

Explain how low or high

frequencies can be filtered out using

capacitors/ inductors.

Statement of effect of

capacitor/ inductor on

frequency is made but

not applied to situation

Correct method for

filtering frequency is

identified but not

explained

Correct method for

filtering frequency is

identified and

explained

20. phy3.3.4.1 4

Explain with reason what could be

added to the AC circuit to make the

current and voltage of the supply

run in phase.

One simple correct

idea

More than one correct

idea is provided but no

linking

Correct ideas on AC

circuits are linked to

phase run of current

and voltage

Correct linking with a

correct reason

provided

21. phy 3.3.4.2 4

Design a system to act as low/ high

frequency filter in a specific

application involving AC circuits

Statement is made

about effect of

capacitor of inductor

on frequency

Relationship between

capacitor/ inductor and

filtering is described

Design is not correct

but relationship

between capacitor/

inductor and filtering

is explained

System is designed

correctly and clearly

explained

Note that it is expected that students who successfully complete this sub-strand are able to demonstrate all of the above learning outcomes;

however only selected learning outcomes will be assessed in Task 2 to contribute to its Internal Assessment weight of 15%. The breakdown

will consist of 2xLevel 1, 3xLevel 2, 1xLevel 3 and 1xLevel 4 learning outcomes.

27

Appendix 5: IA Summary Form

SOUTH FORM SEVEN C

Assessment o

PHYSICS

PHY– IA

Country: School:

Task

Brief Description

Assessment date

Weighting

1. Practical

Investigation

2. Common

Assessment

Task

15%

15%

Notes:

Total

30%

Note:

1. Be specific about dates, not just Week 3 Term 1, etc.

2. Ensure that the topic for the Practical Investigation relates to the prescription.

3. Assessment schedules are provided in Appendix 3 and 4, and must be used for the

assessment of the investigation.

4. If more than two investigations were carried out use the area labelled notes to describe

the extra investigations and dates of assessment.

5. Score Capture Forms will be sent to schools from EQAP and student results for IA

Tasks 1 and 2 are to be entered directly on to those Score Capture Sheets

Teacher’s Name and Signature: ………………………………………………………..

Principal’s Name and Signature: ……………………………..………………………

28

Advisory Section

Recommended Texts and Resources

1. Suggested Texts

(a) Possible Student Texts

The following texts are appropriate for this prescription:

i) Physics Alive by R Campbell

ii) ESA Y13 Revision Guide by P. Bendall and P. Howison

iii) Senior School Physics by I. Jacobs

iv) Advanced Senior Physics by N. Barber and R. Osborne (no longer in

print)

v) Year 13 Physics: Course Manual by Chris Rutter

vi) Physics-Year 13 by Trevor Castle, New Zealand Pathfinder Series

(b) Other texts

i) ESA Y13 Physics AME workbook by P Bendall

ii) ESA Y13 Physics Learning workbook by P Bendall

iii) Study Pass Reference notes – Y13 Physics www.studypass.co.nz

(c) Teacher resources

Conceptual Physics by Paul G Hewitt published by Pearson is an excellent

resource textbook for teachers.

Websites:

NZ Institute of Physics www.nzip.org.nz

Institute of Physics www.iop.org

New Zealand Qualifications Authority (includes exemplar work similar to the

standard expected by this prescription) www.nzqa.govt.nz/physics

NZ Ministry of Education www.tki.org.nz

NZ Curriculum Guides http://seniorsecondary.tki.org.nz/

NZ Assessment (NCEA) http://www.tki.org.nz/e/community/ncea/

Online Teaching applets phet.colorado.edu

Notes for Measurements and Graphs

(a) Students are required to give answers with the appropriate significant figures.

Working with significant figures:

(i) When quantities are added or subtracted, the answer should be rounded

to the least number of decimal places of the quantities given.

(ii) When quantities are multiplied or divided, the answer should be rounded

to the least number of significant figures of the quantities given.

(b) Uncertainties in data calculations

(i) Limit of reading for equipment:

http://www.studypass.co.nz/

http://www.nzip.org.nz/

http://www.iop.org/

http://www.nzqa.govt.nz/physics

http://www.tki.org.nz/

http://seniorsecondary.tki.org.nz/

http://www.tki.org.nz/e/community/ncea/

http://www.tki.org.nz/e/community/ncea/

29

The accepted limit of reading used for the South Pacific Form Seven

Certificate is the smallest unit of measurement on the measuring

device.

(ii) The half-range rule can be applied when a measurement is repeated

for increased accuracy. Alternative methods are acceptable but should

be documented to ensure overall consistency.

(c) Uncertainties in mathematical calculations.

(i) When measurements are added or subtracted, the absolute

uncertainty values are added.

(ii) When measurements are multiplied or divided, the percentage

uncertainty values are added.

(d) Error bars, best-fit lines and error lines

(i) Students will be expected to draw error bars on graphs using

absolute uncertainty values.

(ii) Students will be expected to be able to draw best-fit lines for

linear trends and an error line.

(e) Graphing conventions.

All graphs must include the following:

• appropriate title which identifies variables • axes are labelled with both the name of the quantity and SI unit (in

brackets)

• the independent variable is on the horizontal axis • there is an appropriate scale using equal intervals • data is clearly and accurately plotted.

Suggested Teaching Programme

This is an example of a teaching programme (timeline) showing the time that needs

to be spent on different learning outcomes on which teachers can base their schemes

of work.

The programme allows for spare weeks for term holidays, time out, revision, exams

etc.

With countries/schools in the region having a variety of term times, teachers will need to plan

their own programmes using this programme as a guide. It is important that time is

incorporated into the programme for students to carry out the work necessary for the internal

assessment tasks.

30

Teaching Programme – SPFSC Physics

Week Learning Outcomes Prescription

Reference

Assessment

Term

I/Week

1. Explain physical phenomena, concepts and principles

relating to translational motion

1.1

2. Solve problems relating to translational motion 1.1


relating to circular and rotational motion

1.2


relating to circular and rotational motion

1.2

5. Solve problems relating to circular and rotational motion 1.2

6. Solve problems relating to circular and rotational motion 1.2


relating to simple harmonic motion

1.3


relating to simple harmonic motion

1.3

9. Solve problems relating to simple harmonic motion 1.3

10. Practical activities on Mechanics 1.1-1.3

11. Practical Investigation 1.4 IA Task 1

12. Practical Investigation 1.4

13. Revision/ formative assessment/ term test

Term II/

Week

1 Explain physical phenomena, concepts and principles

relating to waves

2.1


relating to waves

2.1

3 Solve problems relating to waves 2.1

31

4 Solve problems relating to waves 2.1


relating to DC circuits and capacitance

3.1


relating to DC circuits and capacitance

3.1

7 Solve problems relating to DC circuits and

capacitance

3.1


relating to electromagnetic induction

induction

3.2

9 Solve problems relating to electromagnetic

induction

3.2


relating to AC circuits

3.3


relating to AC circuits

3.3

12 Practical activities on Waves and Electricity &

Electromagnetism

2.1-3.3

13 Revision/ formative assessment/ term test/ Common

Assessment task

3.3 IA Task 2

Term III/

Week

1 Solve problems relating to AC circuits 3.3

2 Solve problems relating to AC circuits 3.3


relating to Atomic and Nuclear physics

physics

4.1

4 Solve problems relating to Atomic and Nuclear

physics

4.1

5 Solve problems relating to Atomic and Nuclear

physics

4.1

6 Practical activities on Atomic and Nuclear physics

physics

2.1-3.3

7-8 Revision and Study Week

9-10 SPFSC Physics Final Examination

Documents

EDUCATIONAL QUALITY AND ASSESSMENT ......GENERAL INFORMATION The Office of the Educational Quality and Assessment Programme (EQAP) is located at: Level 5 Vanua House Suva Fiji Tel: